Relating motivation and student outcomes in general organic chemistry

Ara C. Austin, Nicholas B. Hammond, Nathan Barrows, Deena L. Gould, Ian Gould

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

A central tenet of self-regulated learning theories is that students are motivated towards learning in order to self-regulate. It is thus important to identify student motivations in order to inform efforts to improve instructional strategies that encourage self-regulation. Here we describe a study aimed at characterizing the important motivation factors for students taking general organic chemistry, and how they connect to, and correlate with student performance. A cross-sectional study was conducted involving 2648 undergraduate student participants at two institutions over five semesters and four instructors. Motivation was measured using the Organic Chemistry Motivation Survey (OCMS), a modified form of Glynn et al. (2011)'s Science Motivation Questionnaire II (SMQ-II). The results suggest that the students were highly motivated towards earning a high grade, but that this grade motivation correlated only weakly with performance. Other intrinsic and extrinsic motivation factors were found to be low, suggesting that the students perceived organic chemistry to have little relevance to their interests and careers. However, student performance was strongly correlated with self-efficacy, and, to a lesser extent, self-determination. This finding implies that high-performing students tended to be self-regulated learners who are not motivated primarily by the relevance of the course content. Alternate sources of motivation that can drive self-regulation are discussed.

Original languageEnglish (US)
Pages (from-to)331-341
Number of pages11
JournalChemistry Education Research and Practice
Volume19
Issue number1
DOIs
StatePublished - Jan 1 2018

Fingerprint

chemistry
Students
student
self-regulation
performance
Organic Chemistry
extrinsic motivation
intrinsic motivation
learning theory
self-determination
cross-sectional study
semester
self-efficacy
instructor
career
questionnaire
science
learning

ASJC Scopus subject areas

  • Chemistry (miscellaneous)
  • Education

Cite this

Relating motivation and student outcomes in general organic chemistry. / Austin, Ara C.; Hammond, Nicholas B.; Barrows, Nathan; Gould, Deena L.; Gould, Ian.

In: Chemistry Education Research and Practice, Vol. 19, No. 1, 01.01.2018, p. 331-341.

Research output: Contribution to journalArticle

Austin, Ara C. ; Hammond, Nicholas B. ; Barrows, Nathan ; Gould, Deena L. ; Gould, Ian. / Relating motivation and student outcomes in general organic chemistry. In: Chemistry Education Research and Practice. 2018 ; Vol. 19, No. 1. pp. 331-341.
@article{d952250342254051a96c8fb385b596e4,
title = "Relating motivation and student outcomes in general organic chemistry",
abstract = "A central tenet of self-regulated learning theories is that students are motivated towards learning in order to self-regulate. It is thus important to identify student motivations in order to inform efforts to improve instructional strategies that encourage self-regulation. Here we describe a study aimed at characterizing the important motivation factors for students taking general organic chemistry, and how they connect to, and correlate with student performance. A cross-sectional study was conducted involving 2648 undergraduate student participants at two institutions over five semesters and four instructors. Motivation was measured using the Organic Chemistry Motivation Survey (OCMS), a modified form of Glynn et al. (2011)'s Science Motivation Questionnaire II (SMQ-II). The results suggest that the students were highly motivated towards earning a high grade, but that this grade motivation correlated only weakly with performance. Other intrinsic and extrinsic motivation factors were found to be low, suggesting that the students perceived organic chemistry to have little relevance to their interests and careers. However, student performance was strongly correlated with self-efficacy, and, to a lesser extent, self-determination. This finding implies that high-performing students tended to be self-regulated learners who are not motivated primarily by the relevance of the course content. Alternate sources of motivation that can drive self-regulation are discussed.",
author = "Austin, {Ara C.} and Hammond, {Nicholas B.} and Nathan Barrows and Gould, {Deena L.} and Ian Gould",
year = "2018",
month = "1",
day = "1",
doi = "10.1039/C7RP00182G",
language = "English (US)",
volume = "19",
pages = "331--341",
journal = "Chemistry Education Research and Practice",
issn = "1109-4028",
publisher = "Ioannina University School of Medicine",
number = "1",

}

TY - JOUR

T1 - Relating motivation and student outcomes in general organic chemistry

AU - Austin, Ara C.

AU - Hammond, Nicholas B.

AU - Barrows, Nathan

AU - Gould, Deena L.

AU - Gould, Ian

PY - 2018/1/1

Y1 - 2018/1/1

N2 - A central tenet of self-regulated learning theories is that students are motivated towards learning in order to self-regulate. It is thus important to identify student motivations in order to inform efforts to improve instructional strategies that encourage self-regulation. Here we describe a study aimed at characterizing the important motivation factors for students taking general organic chemistry, and how they connect to, and correlate with student performance. A cross-sectional study was conducted involving 2648 undergraduate student participants at two institutions over five semesters and four instructors. Motivation was measured using the Organic Chemistry Motivation Survey (OCMS), a modified form of Glynn et al. (2011)'s Science Motivation Questionnaire II (SMQ-II). The results suggest that the students were highly motivated towards earning a high grade, but that this grade motivation correlated only weakly with performance. Other intrinsic and extrinsic motivation factors were found to be low, suggesting that the students perceived organic chemistry to have little relevance to their interests and careers. However, student performance was strongly correlated with self-efficacy, and, to a lesser extent, self-determination. This finding implies that high-performing students tended to be self-regulated learners who are not motivated primarily by the relevance of the course content. Alternate sources of motivation that can drive self-regulation are discussed.

AB - A central tenet of self-regulated learning theories is that students are motivated towards learning in order to self-regulate. It is thus important to identify student motivations in order to inform efforts to improve instructional strategies that encourage self-regulation. Here we describe a study aimed at characterizing the important motivation factors for students taking general organic chemistry, and how they connect to, and correlate with student performance. A cross-sectional study was conducted involving 2648 undergraduate student participants at two institutions over five semesters and four instructors. Motivation was measured using the Organic Chemistry Motivation Survey (OCMS), a modified form of Glynn et al. (2011)'s Science Motivation Questionnaire II (SMQ-II). The results suggest that the students were highly motivated towards earning a high grade, but that this grade motivation correlated only weakly with performance. Other intrinsic and extrinsic motivation factors were found to be low, suggesting that the students perceived organic chemistry to have little relevance to their interests and careers. However, student performance was strongly correlated with self-efficacy, and, to a lesser extent, self-determination. This finding implies that high-performing students tended to be self-regulated learners who are not motivated primarily by the relevance of the course content. Alternate sources of motivation that can drive self-regulation are discussed.

UR - http://www.scopus.com/inward/record.url?scp=85050016067&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85050016067&partnerID=8YFLogxK

U2 - 10.1039/C7RP00182G

DO - 10.1039/C7RP00182G

M3 - Article

VL - 19

SP - 331

EP - 341

JO - Chemistry Education Research and Practice

JF - Chemistry Education Research and Practice

SN - 1109-4028

IS - 1

ER -